SCHOOL  D&WIHQ 

A  REAL  CORRELATION 


FRED  H.  DANIELS 


BY  FRED  HAMILTON  DANIELS 
DIRECTOR  OF  DRAWING,  PUBLIC 
SCHOOLS,  NEWTON,  MASSACHUSETTS 


Published  by  Milton  Bradley  Company 

Springfield,  Massachusetts 
Boston          New  York          Philadelphia          Atlanta          San  Francisco 


Copyright,  1909,  by  Milton  Bradley  Company 
Springfield,  Mass. 


CO  NTENTS 


Page 
Introduction  .          .          .          .  .          6 

HISTORY 19 

An  Indian  Camp — Sand  Table  ...  19 
Another  Indian  Camp — Sand  Table  .  .  21 
An  Indian  Camp — Blackboard  Illustration  .  23 
An  Indian  Camp — Individual  Work  .  .  25 
The  Ships  of  Columbus  .  .  .  .27 
Henry  Hudson  .  .  .  29 

Early  Plymouth 31 

Early  New  England  Settlements  .  .  33 
The  Settler's  Home  ....  35 
Blockhouse  and  Settler's  Cabin  .  .  37 

Early  Settler's  Home  Interior  ...  39 
The  First  Settlement  .  .  .  .41 
Neighborhood  of  Boston — 1775  .  .  43 

First  Campaign  in  New  York  and  New  Jersey, 

1776-1777        .  .  .45 

The  Fulton  Steamboat      .  .47 

Opening  of  the  Mississippi  River  .       49 

LITERATURE  53 

The  Three  Bears'  House   .          .  .53 

The  Sunbonnet  Babies  in  Winter  55 

The  Lake  Dwellers  .  57 

Rip  Van  Winkle      .  59 

GEOGRAPHY  .       61 

The  Arctic  Regions  .  .        61 


2065978 


CONTENTS 


Page 

The  Nile  and  the  Desert    .  .       63 

The  Harbor    .  .       65 
Commerce      .          .                   ...       67 

Lumbering     .  .       69 

The  Beaver  Dam     .  .71 
Holland— A  Sand  Table  with  Toys       .          .        73 

Holland  .        75 
Holland— Blackboard  Class  Work       .          .        77 

A  Holland  Town      .  .        79 

Japan —A  Blackboard  Picture   .  .81 

The  Circuit  Railroad  .        83 

CITY  AND  COUNTRY  LIFE      .  .       85 

Block  Building  .       85 

The  Village  Street— Sand  Table  .        87 

The  Lawn  Party      .  .        89 

Vegetable  Drawings  .       91 

The  Street  Repair  Department  .  .       93 

The  Farm       .  .95 

The  Farm  in  Winter  .       97 

Circus  Parade — Frieze      .  .       99 

Circus  Parade — Constructed      .  .101 

ANIMAL  LIFE       .  .103 

The  Chicken  Yard— Sand  Table  .      103 

Rabbits — Blackboard  Drawing  .      105 

The  Rabbit  Farm — Sand  Table  .      107 
The  Spring  Birds     .  109 


CONTENTS 


Page 

The  Arrival  of  Spring  Birds        .  .111 

The  Aquarium                   .          .  .          .113 

THE  SEASONS      .                    .  .115 

What  the  Wind  Does        .          .  .115 

Winter  Sport— First  Grade  Sheet  .          .117 

Winter  Sports— Sand  Table       .  .119 
Sliding  Down  Hill— Blackboard  Picture       .      121 

Sliding  Down  Hill — Construction  .          .      123 

The  Base  Ball  Team          .  .      125 

THE  HOLIDAYS    .  .127 

Thanksgiving  Fruits  and  Vegetables  .          .      127 

Thanksgiving  Store  Window      .  .          .129 

The  Thanksgiving  Table  .          .  .          .131 

The  Dining  Room 133 

The  Christmas  Store  Window    .  .          .135 

Christmas  Tree — Blackboard  Picture  .      137 

The  Christmas-Time  Room        .  .          .139 

Christmas  Suggestions      .          .  .          .141 

The  Valentine          .                    .  .143 

February  22,  Memorial  Day,  etc.  .          .      145 

Easter  Cards                      .  .147 

IN  GENERAL  .      149 

Well  Mounted  Drawings  .          .  .          .149 

Primary  Book  Covers — Washes  .          .      151 

Book  Covers — Including  Designs  .          .153 

The  Doll  House  155 


INTRODUCTION 

All  over  the  land  drawing  schedules  read,  "  Use  drawing 
freely  in  other  studies."  Every  teacher  feels  that  she 
would  gladly  do  so  if  some  one  would  only  tell  her  how! 
To  answer  this  pertinent  question  is  one  aim  of  this  book. 

In  life,  real,  adult  life,  people  draw  for  a  purpose,  rarely 
for  the  sake  of  drawing.  Not  even  the  artist  draws  unless 
he  has  something  to  say  and  a  reason  for  saying  it.  Yet 
in  school,  much  of  our  drawing  has  been  done  in  the  hopes 
that  later  we  should  be  able  to  draw  for  a  definite  end. 
But  this  is  all  changing.  We  are  coming  to  see  that  life 
in  school  may  be  made  real  living,  instead  of  a  mere 
preparation  for  later  life.  Children  have  a  right  to  dislike 
this  unceasing  pursuit  of  knowledge  in  which  they  can  see 
no  reason.  It  is  the  "  now  "  which  interests  them.  All 
the  constructive  work  which  follows  is  related  immedi- 
ately and  intimately  with  the  life  in  school  or  at  home. 
The  drawings  are  made  for  a  purpose,  as  in  life.  Any  one 
who  doubts  the  wisdom  of  surrendering  older  ways  has 
but  to  try  the  new,  has  but  to  make  drawing  a  thing  of  use, 
and  then  study  the  attitude  of  the  children  toward  the 
subject,  to  be  convinced  that  it  has  been  our  fault,  not  the 
children's,  if  the  drawing  lesson  has  been  dull  in  bye- 
gone  years. 

It  is  not  for  a  moment  contemplated  that  this  work  is  to 
disrupt  any  course  of  study  in  drawing.  It  will  fit  in  with 
any  course  or  system  in  the  country.  It  need  never  even 
be  outlined  in  the  course  of  study.  It  should  be  brought 
into  play  freely  when  needed,  and  discarded  and  the  regular 
drawing  course  taken  up  again  when  the  problem  in  hand 
has  been  solved. 
6 


This  miniature  sand-table  work,  or  scene  painting,  is 
suggested  to  take  the  place  in  part  of  illustrative  sketching. 
It  should  accompany  illustrative  drawing,  rather  than  dis- 
place it.  It  is  easier  for  the  child  to  construct  the  picture 
of  the  ocean  and  the  three  ships  of  Columbus,  for  example, 
than  it  is  for  him  to  make  the  ordinary  illustrative  sketch 
of  this  subject.  Children  naturally  construct  before  they 
draw.  The  principles  of  perspective,  such  as  the  idea 
that  distance  decreases  the  apparent  size  of  objects,  are 
easily  and  thoroughly  taught  in  this  constructive  work. 
It  is  excellent  practice  for  each  child  to  make  an  illustra- 
tive sketch  from  his  constructed  picture.  The  experience 
he  has  had  in  the  construction  will  enable  him  to  produce 
a  result  far  in  advance  of  what  he  otherwise  could  picture. 

There  seem  to  be  no  particular  grades  in  which  this 
kind  of  work  is  best.  Repeated  trials  in  the  ninth  year 
show  that  when  such  work  is  correlated  with  the  history  or 
literature,  the  older  pupils  are  as  much  interested  as  are 
those  in  the  first  school  years.  The  reason  more  of  it  is 
done  in  the  lower  grades  than  in  the  higher  is  because  in 
the  latter  there  are  what  appear  to  be  more  important 
things  to  be  done, — principles  to  be  taught,  problems  to  be 
solved,  which  must  be  attended  to  in  the  later  school  years 
or  not  at  all.  Hence  most  of  this  work  is  relegated  to  the 
primary  and  intermediate  grades.  In  some  cases  on  the 
following  pages  the  grades  in  which  the  problems  were 
solved  have  been  indicated,  but  these  problems  are  prac- 
tically all  good  for  any  grade,  time  permitting,  providing 
they  are  necessary  for  the  more  complete  teaching  of  the 
subject  in  hand. 

Of  this  thing  we  may  be  sure,  there  is  no  better  way  for 
the  teacher  to  present  salient  facts  of  history,  geography, 
etc.,  than  to  have  the  class  work  them  out  with  their 

7 


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hands.  Ideas  grasped  in  this  manner  are  never  forgotten; 
the  interest  of  the  class  is  increased  ten  fold;  and  all  the 
while  the  pupils  are  learning  to  draw  in  the  easiest  and 
most  natural  manner. 

Let  one  point  be  made  plain.  There  is  no  reason  why 
these  problems  cannot  have  as  much  real  art  work  in 
them  as  any  ever  given  in  school.  There  is  no  excuse 
whatever  for  placing  slipshod  work  in  any  of  these  con- 
structions. It  should  be  insisted  that  nothing  but  the 
best  work  of  the  pupil  will  be  taken.  It  is  generally  neces- 
sary to  work,  and  work,  and  work  at  each  thing  before 
success  is  achieved.  This  training  the  pupils  to  work 
hard  and  continuously  at  one  thing  until  it  has  been  con- 
quered is  morally  one  of  the  finest  kinds  of  training.  No 
teacher  has  any  right  to  teach  school  on  any  other  basis. 
This  does  not  mean  that  results  in  the  schoolroom  will  ever 
be  uniform,  but  that  insistence  be  firm  that  each  pupil 
should  work  at  a  problem  until  he  has  done  his  best. 
This  training  is  rendered  the  easier  because  of  the  active 
interest  children  take  in  making  things  for  real  use. 

It  has  been  proved  that  teachers  who  have  made  a  few 
simple  forms  by  folding  and  cutting  paper  can  make, 
through  the  knowledge  and  experience  thus  gained,  any 
of  the  desired  sand-table  or  other  constructed  work  re- 
quired in  school,  in  so  far  as  that  work  is  to  be  carried 
out  in  paper.  These  forms  are  diagrammed  on  the  first 
four  pages  of  working  drawings.  Each  page  of  diagrams 
has  opposite  it  photo-reproductions  of  the  finished  ob- 
jects. It  is  believed  that  these  diagrams  are  so  simple 
that  with  the  accompanying  illustrations,  it  is  unnecessary 
to  describe  them  at  greater  length.  To  make  them  all, 
16 


it  will  tal:e  from  one  and  a  half  to  two  hours,  and  thus 
equipped,  the  teacher  is  ready  for  further  and  larger 
problems. 

On  the  pages  following  will  be  found  short  directions  or 
suggestions  for  working  out  the  various  constructions. 
Sometimes  the  directions  are  duplicates  from  other  pages, 
because  it  is  believed  that  this  book  ought  to  be  referred  to 
as  a  small  dictionary  when  the  need  arises,  rather  than 
to  be  read  through  at  one  sitting. 

Ordinary  drawing  paper  is  generally  specified  in  the  text 
for  the  construction  work,  as  it  is  easier  for  little  fingers 
to  manipulate  this  than  a  heavier  paper.  Oak  tag  paper 
may  be  employed  if  more  durable  structures  are  desired. 

It  will  be  noted  that  the  drawing,  construction  and  per- 
spective are  occasionally  at  fault  in  some  of  the  illustra- 
tions. Without  the  most  skillful  and  vigilant  guidance 
from  the  teacher  these  errors  are  inevitable.  The  author 
wishes  to  make  no  apologies  for  such  mistakes,  believing  it 
better  to  present  the  work  of  children  under  good  average 
conditions  than  to  show  the  more  perfect  craftsmanship  of 
adults. 

The  illustrations  are  intended  only  as  suggestions.  The 
subject  matter  in  schools  varies,  consequently  the  con- 
structive work  must  vary  in  different  localities.  It  re- 
mains for  each  teacher  to  solve  her  own  problems  in 
accordance  with  the  best  light  she  can  obtain. 


17 


HISTORY 

AN  INDIAN  CAMP— SAND  TABLE 
The  land  was  separated  from  the  water,— the  zinc  floor- 
ing of  the  sand  table.  The  trees  were  drawn  in  color,  cut 
out,  and  placed  in  position  upright  in  the  sand.  A  lesson 
or  two  followed  in  building  Indian  wigwams  from  paper, 
which  were  pasted  and  then  colored  from  pictures  of 
Indian  life.  Canoes  were  constructed,  colored  with  the 
brown  like  birch  bark,  and  on  them  were  painted  the 
Indian  symbols.  The  animals  and  people  were  drawn 
from  memory  when  possible,  otherwise  they  were  copied 
from  pictures.  All  things  were  grouped  to  picture  the 
camp  of  migrating  Indians. 


19 


ANOTHER  INDIAN  CAMP— SAND  TABLE 
It  is  seen  at  once  that  the  background  for  this  table  was 
made  from  branches  of  evergreen  trees.  The  collected 
Indian  toys  were  brought  into  play  in  making  the  picture, 
although  these  toys  were  not  always  in  right  proportion 
to  the  other  things.  The  remainder  of  the  table  was  con- 
structed as  in  the  previous  illustration.  This  table  was 
placed  in  a  corner  of  the  schoolroom  where  it  made  an 
effective  showing  against  the  dark  blackboards. 


21 


AN  INDIAN  CAMP— BLACKBOARD  ILLUSTRATION 
The  background  was  drawn  by  the  teacher.  In  order 
that  the  sky  might  be  luminous,  it  was  first  scrubbed  in 
with  white  chalk,  thus  doing  away  with  the  gray  of  the 
board.  Over  this,  with  the  side  of  the  chalk,  was  rubbed 
light  blue  mixed  with  a  little  pink  and  yellow  or  orange 
to  warm  the  blue  near  the  horizon, — growing  bluer  and 
colder  as  the  color  recedes  from  the  line  of  the  hills.  The 
hills  or  mountains  were  made  with  darker  blue,  with 
violet  showing  here  and  there,  and  as  the  hills  come  for- 
ward and  downward,  green  begins  to  show  in  delicate 
tints  in  with  the  blues.  The  mass  of  the  forest  rises  deep 
in  value;  sometimes  it  is  necessary  to  cover  this  part  of  the 
board  with  charcoal  before  applying  color  in  order  to  get  a 
green  deep  and  rich  enough  to  suggest  the  forest.  Light 
and  dark  tree  trunks  show  occasionally.  From  the  edge 
of  the  woods  to  the  water  in  front  stretches  the  meadow, 
blue  green  or  grayed  brown  in  back,  becoming  greener  or 
browner  as  it  approaches  us.  Near  the  water  a  dark 
brown  line  shows  the  shadow  under  the  grass,  or  the  mud 
at  the  edge  of  the  water.  One  or  two  wigwams  and  canoes 
are  drawn  by  the  teacher,  and  the  children  finish  the 
picture  by  adding  these  and  other  elements, — people, 
animals,  etc.  Care  must  be  taken  to  place  the  largest 
forms  in  front  and  the  smallest  in  back,  that  a  true  per- 
spective effect  may  be  secured.  After  the  canoes  are 
pasted  on  the  board  in  place,  a  white  line  in  front  will 
indicate  where  they  cut  the  water  in  their  forward  motion, 
and  a  dark  blue  trail  may  be  added  behind.  The  reflection 
of  each  canoe  in  the  water  should  also  be  suggested  with 
the  colored  blackboard  chalk. 


23 


AN  INDIAN  CAMP— INDIVIDUAL  WORK 
Here  is  an  Indian  camp  such  as  each  pupil  in  the  class 
delights  to  make.  Begin  with  the  ground,  a  sheet  of 
nine  by  twelve  drawing  paper.  The  meadow  in  the  dis- 
tance is  blue  green,  light  in  value,  becoming  greener  as  it 
approaches  the  foreground.  Light  orange  or  brown  may 
indicate  in  places  the  changing  color  of  the  grass.  The 
mountains  are  painted  upon  a  second  sheet  of  paper;  they 
are  light  blue  in  color,  the  one  in  front,  of  course,  being 
slightly  darker.  These  are  cut  out,  and  a  flap  is  bent  back 
at  the  bottom  for  pasting  each  mountain  to  the  ground. 
Next  a  line  of  trees,  a  forest  in  the  distance,  is  painted  in 
deep  brown  greens,  blue  greens  and  browns,  adding  a  few 
tree  trunks  as  shown.  This  is  now  cut  out,  leaving  the 
usual  flap  for  pasting.  When  this  is  placed  in  position, 
individual  trees  of  various  sizes  and  kinds  may  be  painted, 
cut  out,  and  placed  in  proper  position, — the  largest  in 
front.  In  cutting  out  the  trees,  leave  flaps  at  the  bottom. 
The  wigwams  and  canoes  form  subjects  for  several  les- 
sons; and  last,  the  element  of  life  may  be  added,  Indians, 
animals,  the  camp  fire,  etc. 


25 


THE   SHIPS  OF  COLUMBUS 

A  very  simple  composition  made  on  ordinary  drawing 
paper  by  each  member  of  the  class,  is  here  shown.  The 
entire  sheet  of  nine  by  twelve  paper  is  first  covered  with  a 
wash  of  rich  blue,  a  little  green  showing  now  and  then. 
It  should  be  placed  on  smoothly  at  the  back  of  the  paper 
(the  top),  and  somewhat  more  roughly  in  front.  Im- 
mediately in  front,  place  horizontal  strokes  of  yet  darker 
blue  to  indicate  the  under  sides  of  waves,  and  later,  white- 
caps  may  be  put  on  with  Chinese  white  or  chalk.  Note 
how  nearly  flat,  or  horizontal,  these  touches  are — 
children  are  apt  to  draw  them  as  miniature  mountains — 
and  how  they  diminish  in  size  as  they  recede  into  the  back- 
ground, finally  disappearing  altogether.  The  ships  are 
copied,  of  course,  from  some  book  or  from  the  teacher's 
drawing  on  the  blackboard.  Make  them  of  three  sizes, 
color  them,  and  cut  them  out  leaving  a  flap  for  pasting  to 
the  ocean.  A  mixed  trail  of  white  and  dark  blue  back  of 
the  ships,  the  waving  flags,  and  the  white  water  at  the 
prows  add  to  the  effect  of  motion. 


27 


HENRY  HUDSON 

From  the  histories  we  learn  that  Henry  Hudson  sailed 
the  Hudson  River  in  his  boat  the  Half -Moon  in  1609.  It 
is  said  that  he  was  greatly  impressed  with  the  Palisades. 
Here,  then,  are  the  three  elements  for  our  picture.  The 
Hudson  is  made  on  drawing  paper  according  to  the  de- 
scription given  for  making  the  ocean  in  the  Columbus 
picture,  page  27.  The  mountains  are  painted  blue  and 
cut  out  with  flaps  for  pasting  at  the  bottom.  These  form 
the  distance  for  our  picture.  The  Palisades  are  darker 
blue  and  gray  green,  with  a  few  rocks  and  trees  in  still 
stronger  color  at  their  base.  Turn  the  flap  at  the  bottom 
of  the  Palisades  forward  and  we  have  the  land  at  the  base 
of  the  rocks.  Tiny  wigwams  and  canoes  may  be  located 
here,  if  desired.  The  Half -Moon  is  drawn  from  a  picture 
or  a  blackboard  sketch  by  the  teacher,  cut  out  with  a  flap 
and  pasted  in  place.  Color  the  flap  to  agree  with  the 
color  of  the  water. 


29 


EARLY   PLYMOUTH 

This  sand  table  was  constructed  in  a  sixth-grade  room. 
It  was  a  large  one,  probably  seven  feet  long.  Having 
decided  upon  the  general  plan  for  the  table  as  later  built, 
the  class  was  set  to  work  painting  the  large,  distant  hills. 
These  were  of  a  gray  blue  color.  Then  came  a  lesson 
painting  the  brown  and  green  hills  that  appear  immedi- 
ately back  of  the  trees.  This  was  followed  by  lessons  in 
tree  painting,  from  memory,  from  copy,  and  from  nature. 
The  best  trees,  hills  and  mountains  were  cut  out,  and  be- 
ginning with  the  real  background  for  all,  the  mountains, 
these  three  elements  were  mounted  in  position.  Next  the 
sand  was  scattered  about  the  table,  and  the  landscape  was 
ready  for  the  coming  of  the  settlers.  (The  progress  of  the 
settlement  might  have  been  delightfully  worked  out  by 
using  the  table  as  thus  far  finished  to  show  (1),  the  wilder- 
ness without  habitation;  (2),  the  coming  and  encampment 
of  Indian  tribes;  (3),  the  arrival  of  the  white  man  by  boat, 
his  trading  with  the  Indians  and  final  establishment  on 
the  land.)  Several  lessons  in  the  construction  of  log 
cabins  and  chimneys  resulted  in  some  very  creditable 
structures,  which,  with  the  aid  of  water  colors,  were 
painted  to  imitate  houses  built  of  logs  and  chimneys  of 
stone.  Blockhouses  were  now  fashioned;  then  came  the 
stacks  of  corn  and  the  pumpkins  growing  near  by.  Both 
of  these  elements  were  first  painted,  then  cut  out  and 
placed  in  position  in  the  sand  near  the  houses  which  had 
been  ranged  along  the  village  street.  The  early  settlers 
themselves  might  well  appear  along  the  street  and  in  the 
field  at  work.  The  ordinary  clothes  of  today  in  the  draw- 
ings made  for  this  table  may  be  changed  to  those  of  the 

31 


Pilgrims  through  reference  to  pictures  to  be  found  in  all 
schoolrooms  at  Thanksgiving.  Plymouth  Rock  will  be 
noticed  in  the  immediate  front,  right  foreground. 


EARLY  NEW  ENGLAND  SETTLEMENTS 
This  communal  blackboard  picture  was  a  natural  out- 
growth of  the  study  of  the  Pilgrim  settlements  on  the 
Massachusetts  coast.  With  colored  crayons  the  teacher 
drew  upon  the  board  the  sandy  shore  of  Massachusetts 
Bay,  the  blue  sky  and  ocean,  one  or  two  trees,  houses  and 
wigwams.  Other  trees,  houses  and  wigwams  were  added 
by  the  children  of  this  fourth-grade  room.  Then  from 
pictures,  the  Indians  and  the  people  in  the  quaint  garb  of 
our  forefathers  were  portrayed.  These  were  added  by 
means  of  paste  to  the  teacher's  drawing. 

In  all  these  illustrations,  perhaps  particularly  in  the 
blackboard  drawings,  the  half-tone  reproductions  do  not 
really  give  a  fair  idea  of  the  charm  which  these  composi- 
tions really  possess  because  of  their  color.  If  possible, 
let  the  reader  try  to  interpret  (in  his  "  mind's  eye  ")  these 
masses  and  forms  in  terms  of  color,  instead  of  black  and 
white,  and  at  once  they  appear  far  more  interesting. 


33 


THE   SETTLER'S  HOME 

If  this  picture  is  made  in  autumn,  we  may  use  autumn 
coloring  for  land  and  trees.  Indicate  the  land  and  water, 
— for  obvious  reasons  the  settler  located  near  water  when 
he  could  do  so.  The  land  may  be  brown,  if  in  autumn; 
green,  if  in  spring.  The  log  cabin  is  constructed  like  the 
house  previously  shown  (page  13),  and  painted  to  imitate 
logs,  a  footpath  in  dirt  color  leads  to  the  water  where  we 
find  a  canoe  in  waiting.  The  trees  are  the  results  of 
several  lessons  in  painting  trees  from  nature,  the  teacher's 
drawings,  and  pictures.  Each  is  cut  out  with  a  flap  at  the 
bottom  for  pasting.  Stumps  are  painted  and  cut  out  in  the 
same  way.  Notice  how  tree  and  stump  spread  out  as  the 
roots  enter  the  earth.  The  backwoodsman  may  be  the 
result  of  a  lesson  in  pose  drawing.  The  best  time  for  pose 
drawing  is  when  we  actually  want  to  use  the  drawing. 


35 


BLOCKHOUSE  AND  SETTLER'S  CABIN 
This  simple  "  sand  table  "  was  constructed  in  a  third 
grade  in  connection  with  the  history  study.  It  seems 
unnecessary  to  describe  it  in  detail  as  all  its  elements  are 
used  several  times  in  other  parts  of  this  book.  It  is 
offered  merely  to  show  another  way  to  work  out  the 
problem. 


37 


EARLY  SETTLER'S  HOME  INTERIOR 
The  fireplace  is  of  the  old-fashioned  kind,  wide,  low  and 
simple.  It  is  constructed  from  one  sheet  of  drawing  paper 
plus  a  second  slip  for  the  board  at  the  top.  The  chair, 
bench,  table  and  spinning  wheel  present  no  difficulties  in 
construction.  On  the  fireplace  hang  the  sword  and  the  old 
musket.  On  the  table  is  a  candle,  while  beside  it  lies  the 
peace  pipe.  The  floor  represents  the  boards,  and  the  tiles 
of  clay  are  shown  in  front  of  the  hearth.  The  figures  may 
be  drawn  from  boys  and  girls  who  pose  for  the  class,  or 
may  be  drawn  from  imagination.  All  parts  of  the  picture 
were  drawn  with  colored  crayons. 


39 


THE  FIRST   SETTLEMENT 

The  children  were  studying  local  history  and  it  was 
decided  to  reconstruct  the  little  settlement  which  later 
became  the  full-grown  city  in  which  they  now  live.  First 
the  river  was  located  in  the  background  of  the  flat  piece  of 
manilla  paper,  about  two  by  five  feet  in  area.  Next  the 
main  street  of  the  village  (and  of  the  later  city)  was  placed 
near  the  front  of  the  composition.  Then  came  the  most 
imposing  building,  the  town  hall,  made  from  pictures  of 
the  old  hall.  Around  this  were  grouped  the  log  cabin, 
trees,  other  streets,  early  fences,  peopled  canoes  on  the 
river,  and  the  forefathers  and  foremothers  in  peculiar 
costume.  Everything  was  colored  to  suggest  the  original, 
and  the  result  was  a  remarkable  teaching  of  fourth-year 
history. 


41 


NEIGHBORHOOD   OF  BOSTON— 1775 
This  sheet  was  done  by  a  boy  in  the  sixth  grade.     The 
following  description  of  the  illustration  was  kindly  fur- 
nished by  the  class  teacher: — 

The  brown  road  shows  the  retreat  of  the  British  from 
Concord  and  Lexington  to  Charlestown  and  Boston.  The 
semi-circle  of  blue  uniformed  soldiers  represents  the 
Minute  Men  who  have  followed  the  retreating  British  army 
to  pen  it  up  in  Boston.  The  small  red  boat  is  carrying 
the  British  from  Boston  across  the  mouth  of  the  Charles 
to  storm  the  American  fort  at  Bunker  Hill.  The  fortifi- 
cations at  Dorchester  Heights  are  guarded  by  Americans 
(blue),  and  Howe,  compelled  by  circumstances  and  the 
threatening  attitude  of  Washington's  cannon,  is  leaving 
Boston  in  the  large,  red  British  ship,  for  Halifax,  never- 
more to  return. 


43 


FIRST  CAMPAIGN  IN  NEW  YORK  AND  NEW  JERSEY 
1776-1777 

The  British  leave  Staten  Island,  attack  the  American 
division  at  Long  Island,  and  capture  Brooklyn  Heights. 
The  American  army,  under  Washington's  leadership, 
leaves  Long  Island  for  New  York,  thence  up  the  Hudson, 
abandoning  Forts  Lee  and  Washington,  across  the  Hud- 
son, southwest  across  New  Jersey  to  the  Delaware.  The 
interrupted  red  and  blue  line  shows  that  Cornwallis  is  in 
pursuit,  at  the  very  heels  of  the  American  army. 

Washington  crosses  the  Delaware,  recrosses  it  to  cap- 
ture the  Hessians  at  Trenton  (red)  and  another  division  of 
Cornwallis's  army  at  Princeton  (red),  and  then  marches 
to  the  heights  of  Morristown  to  spend  the  winter. 

All  parts  of  the  diagram  were  worked  out  in  color  in  the 
original.  A  plan  like  this  means  that  there  has  been  a  real 
teaching  of  history. 


45 


THE  FULTON  STEAMBOAT 

The  pupils  in  a  fifth-year  room  were  studying  about  the 
first  steamboat,  and  it  occurred  to  the  teacher  that  it 
would  be  possible  to  portray  graphically  the  influence  of 
this  small  boat  upon  the  world  of  commerce  and  travel. 
The  Hudson  River  with  the  Palisades  was  drawn  upon  the 
board  in  color  (see  page  29).  In  class  discussion  it  was 
learned  that  all  the  steam  craft  of  the  world  were  the  out- 
growth of  this  first  Hudson  River  steamboat,  hence  the 
importance  of  this  invention.  The  pictures  of  the  boats 
which  were  the  descendants  of  the  Fulton  boat  were  made 
much  as  described  on  page  67. 


47 


OPENING  OF  THE   MISSISSIPPI  RIVER 

This  large  sand  table  is  so  complete  and  interesting  that 
two  views  of  it  are  shown.  The  following  description  of 
the  table  was  written  by  one  of  the  girls  in  this  seventh- 
year  class: — 

"  The  Union  army  had  made  four  plans,  to  be  carried 
out  during  the  Civil  War,  one  of  which  was  to  open  up  the 
Mississippi  River.  The  Confederates  had  stationed  many 
boats  about  the  ports.  Two  strong  and  substantial  forts 
were  placed  on  each  side  of  the  river  at  its  mouth.  But 
before  the  Union  fleet  could  get  past  these  forts  to  get  up 
the  great  river,  they  would  have  to  cut  their  way  past  the 
gigantic  cables  which  were  fastened  deep  in  the  ground  on 
each  side;  these  cables  were  to  prevent  the  Union  fleet  from 
getting  any  farther  up  the  river. 

"  Farragut  and  Porter  kept  their  courage,  however, 
and  managed  to  get  past  all  forts,  cables  and  Confederate 
fleets,  and  took  New  Orleans.  Farragut  and  Porter  were 
now  to  continue  on  up  the  Mississippi  and  meet  Grant  at 
Vicksburg.  Here  they  knew  that  the  fighting  would  be 
desperate,  so  they  planned  to  work  together,  etc." 

The  class  teacher  has  kindly  supplied  the  following  notes 
on  the  work:  "  All  work  including  the  sand  table,  dia- 
grams and  written  papers  was  done  in  connection  with  the 
study  of  the  Civil  War  in  the  Seventh  Grade,  B  division. 
Sand  and  modeling  clay  were  used  for  the  land  and  the 
cliffs.  The  boys  carved  and  made  the  forts  and  boats  of 
wood,  while  the  girls  made  the  houses,  churches,  flags, 
etc.,  of  paper.  A  small  watch  chain  served  as  a  cable,  and 
hits  of  shrubs  as  trees.  Pictures,  maps  and  reading  were 
the  sources  of  the  work. 


49 


It  is  one  of  the  privileges  of  the  special  teacher  or  super- 
visor of  drawing  to  aid  the  grade  teacher  in  the  blackboard 
drawings  which  serve  as  backgrounds  for  many  of  the 
pictures  which  the  children  are  to  complete,  or  to  assist 
in  planning  the  sand  table  constructions. 


51 


LITERATURE 

THE  THREE  BEARS'  HOUSE 

The  house  was  made  from  cardboard.  A  large  hat  box 
will  make  a  good  beginning.  The  trees  were  sprigs  from 
evergreen  trees,  the  road  was  of  paper,  folded  and  colored 
to  suggest  logs  or  planks.  The  class  drew  bears  of  various 
sizes  from  copy,  of  course,  and  the  best  were  selected  to 
grace  the  sand  table.  The  carpets,  rugs,  wall  papers  and 
other  furnishings  of  the  house  were  made  and  selected  in  a 
similar  manner.  All  was  colored  with  crayons  or  water 
colors. 


53 


THE  SUNBONNET  BABIES  IN  WINTER 
Children  always  delight  in  the  stories  relating  the  doings 
of  the  Sunbonnet  Babies.  The  class  in  this  first-year 
room  had  learned  to  make  sleds,  houses  and  snow  men, 
for  it  was  the  winter  season.  The  teacher  proposed  that 
the  children  show  on  the  table  what  the  Sunbonneters 
might  do  in  winter.  The  table  was  covered  with  white 
drawing  paper  and  on  this  cotton  batting  was  laid.  At 
one  end  the  hill  was  constructed.  The  background  was 
built  to  resemble  blocks  of  snow  piled  up,  after  the  fashion 
of  the  Eskimo  house.  Sleds  of  all  kinds  formed  the 
subject  of  several  lessons.  Then  the  Sunbonnet  Babies 
began  to  arrive  upon  the  scene.  All  this  drawn  with 
colored  crayons  presented  a  busy  and  most  interesting 
picture,  particularly  to  the  children. 


55 


THE  LAKE   DWELLERS 

The  children  in  the  second  grade  painted  several  sheets 
of  paper  light  blue.  When  these  were  pasted  together  the 
lake  was  formed.  The  green  bank  along  the  edges  was 
prepared  in  like  manner.  In  back,  placed  upright,  was  a 
semi-background  of  small  trees.  Then  came  the  building 
of  the  pier  on  which  these  people  lived,  the  houses  and  the 
people,  and  the  canoes,  trees  and  real  rocks  were  added 
below.  The  school  portable  blackboard  (of  course  any 
blackboard  would  do  as  well)  was  placed  behind  the  table, 
and  from  the  picture  in  the  reader  the  mountainous  land- 
scape was  drawn  in  color  to  complete  the  picture. 


67 


RIP  VAN  WINKLE 

In  an  upper-grade  class  the  pupils  were  reading  the 
story  of  Rip  Van  Winkle.  It  was  decided  that  the  class 
should  construct,  during  the  drawing  period,  an  illustra- 
tion of  the  story.  A  sheet  of  nine  by  twelve  drawing  paper 
was  first  covered  with  color  to  represent  the  ground,  blue 
green  in  the  distance,  growing  greener  and  in  places  brown 
toward  the  bottom  (the  front  of  the  picture).  The  moun- 
tains were  painted  on  a  second  piece  of  paper,  some  were 
made  blue  for  the  distance,  others  blue  green  for  the 
middle  distance,  and  the  foothills  that  arise  from  the  plain 
were  gray  green.  Houses,  trees  and  a  church  were 
painted  for  the  village.  Finally,  Rip  Van  Winkle  himself 
was  portrayed.  All  these  things  in  due  time  were  cut  out, 
each  with  a  flap  at  the  bottom  for  pasting.  It  only  re- 
mained to  paste  them  in  position  and  add  the  path  to  the 
mountains. 

In  back  of  the  constructed  picture  is  a  water  color 
drawing  made  from  the  construction  by  the  pupil  who 
made  the  latter. 


59 


GEOGRAPHY 

THE  ARCTIC  REGIONS 

This  picture  of  life  in  the  Arctic  regions  was  made 
chiefly  with  cotton.  The  iceberg  or  snow  mound,  the 
snow  hut,  and  the  dog-team  driver's  suit  were  all  made 
from  cotton,  The  bear,  reindeer,  and  dogs  were  toys, 
but  can  as  well  be  made  of  paper,  colored  with  crayons 
or  water  colors.  The  fish  may  be  drawn  from  those  in  the 
school  aquarium  and  hung  up  to  dry.  A  doll  will  serve 
for  the  Eskimo  driver. 


61 


THE  NILE  AND  THE  DESERT 
This  is  a  simple,  interesting,  and  easily  made  sand  table. 
The  zinc  bottom  of  the  sand  table,  paper  painted  blue,  or 
glass  with  blue  paper  under  it,  will  serve  for  the  Nile.  A 
flat  arrangement  of  the  sand  will  represent  the  desert. 
The  pyramid  and  mud  house  may  be  made  of  clay,  small 
wooden  cubes,  pulp  or  paper.  The  camels,  palm  trees 
and  Arabs  may  be  drawn  in  color  from  pictures.  Daha- 
beeyahs  may  sail  upon  the  Nile,  and  an  Egyptian  drawing 
water  by  means  of  a  shaduf  will  add  interest, 


63 


THE  HARBOR 

Few  children  probably  get  an  accurate  idea  from  word 
pictures  of  the  real  meaning  of  the  word  "  harbor." 
When  they  have  created  a  harbor,  placed  ships  in  the 
water,  located  the  lighthouse  where  it  will  best  serve  the 
mariners,  protected  the  ships  in  the  harbor  by  islands  and  a 
breakwater,  and  then,  because  ships  naturally  would  seek 
such  a  sheltered  stopping  place,  have  built  wharves  and 
storehouses  with  the  street  in  the  rear  for  the  removal  of 
goods,  and  last,  around  this  have  constructed  the  city  or 
town  (if  time  permits)  which  naturally  grows  up  where 
ships  come  and  trade  flourishes,  then  is  their  image  of 
a  harbor  and  its  functions  made  clear.  The  illustration 
shows  an  individual  "  sand  table  "  made  on  an  ordinary 
sheet  of  nine  by  twelve  drawing  paper.  The  blue  water 
was  first  painted,  a  river  running  to  the  ocean.  On 
another  sheet  of  paper  the  green  land  with  its  edges  of 
sand  was  painted  and  cut  out  to  fit  over  the  water.  The 
ships,  breakwater,  lighthouse,  wharves  and  buildings  were 
drawn  and  painted  side  view,  and  cut  out  with  a  flap  left 
on  each  piece  for  pasting.  This  same  idea  could  as  well 
be  carried  out  on  a  larger  scale  on  a  sand  table,  using  sand 
for  land. 


65 


COMMERCE 

The  teacher  said  that  the  fourth-year  class  was  studying 
about  the  means  for  carrying  on  commerce  between  the 
nations, — was  it  not  possible  to  relate  the  drawing  work  to 
this  subject?  Of  course  it  was;  it  always  is,  only  some- 
times it  takes  time  and  experimenting  to  find  out  just  how 
to  carry  a  plan  through. 

The  drawing  teacher  was  therefore  asked  to  draw  upon 
the  board  the  sea  and  sky,  the  field  for  future  action.  (For 
drawing  sea  and  sky  see  pages  23  and  27.)  From  toy  boats, 
newspapers,  magazines,  penny  pictures,  the  class  knowl- 
edge of  the  ships  which  aid  in  carrying  on  commerce  was 
enlarged.  The  knowledge  thus  gained  was  made  their 
own  by  expressing  it  through  drawing.  Then,  when  many 
illustrations  had  been  collected,  a  lesson  was  taken  for 
pasting  the  most  satisfactory  on  the  blackboard  drawing, 
which  had  been  patiently  waiting  to  receive  its  guests  for 
three  weeks.  The  picture  in  colors  is  a  striking  and 
decorative  addition  to  the  schoolroom,  and  no  picture  at 
whatever  the  cost  could  be  more  in  keeping  with  the  school 
work. 


67 


LUMBERING 

This  is  one  of  the  occupations  which  enters  into  the 
geography  of  today.  Let  us  build  the  lumberman's  camp. 
One  can  be  made  by  each  pupil  in  the  class.  The  nine  by 
twelve  paper  is  left  white  to  indicate  the  snow.  The 
shanty  and  lean-to  are  painted  and  cut  out,  leaving  white 
paper  on  their  tops  to  suggest  the  snow  on  the  roofs,  and 
flaps  at  the  bottom  for  pasting.  The  trees  are  painted 
with  dark  green  water  color;  the  snow  may  be  added  after- 
wards with  white  paint  or  chalk.  Several  stumps  and 
fallen  trees  ought  to  be  shown,  also  a  pile  of  large  logs 
ready  for  hauling.  A  river  may  be  placed  in  the  fore- 
ground with  logs  in  it  ready  to  float  downstream  when  the 
ice  goes  out.  The  team  in  the  back  of  the  picture  adds 
the  touch  of  life  necessary  for  the  completion  of  the  sub- 
ject. With  light  blue,  the  tracks  in  the  snow  may  be 
placed  here  and  there. 


69 


THE  BEAVER  DAM 

The  children  in  a  fourth-year  class  in  geography  became 
much  interested  in  the  beavers  and  their  method  of  build- 
ing dams.  In  a  back  number  of  "  Country  Life,"  a  finely 
illustrated  article  was  found,  giving  all  the  necessary 
information  for  building  the  sand-table  picture.  The 
illustration  on  the  opposite  page  shows  the  beavers  gnaw- 
ing trees,  felling  them  into  the  water,  carrying  the  mud 
on  their  tails,  and  depositing  it  on  the  partially  built  dam. 
The  beavers  were  drawn  wholly  from  pictures,  of  course. 


71 


HOLLAND— A  SAND  TABLE  WITH  TOYS 
In  the  study  of  any  country  or  people  it  is  customary  to 
have  illustrations  of  the  land  brought  into  the  schoolroom. 
These  toy  illustrations,  the  woman,  cow,  boat,  and  wind- 
mills were  grouped  to  present  a  more  intelligible  idea  of  the 
country  and  customs  of  the  people  than  would  come  from 
seeing  these  things  disassociated.  Such  a  sand  table  is 
not  as  valuable  educationally  as  one  in  which  all  the  ele- 
ments are  constructed  by  the  children,  but  it  is  better  than 
none,  and  it  is  oftentimes  advisable  because  of  a  lack  of 
time. 


73 


HOLLAND 

It  will  be  noticed  that  the  little  (?)  girl  walking  on  the 
dyke,  and  the  cow  at  the  rear  of  the  table  are  too  large 
to  be  proportionate  elements  in  this  table.  However, 
these  are  not  vital  defects  in  a  child's  table.  It  would  have 
been  better  to  have  all  things  in  true  proportion,  but  these 
toys  were  a  delight  to  the  class  and  were  used  because  of 
the  pleasure  they  afforded.  All  the  other  elements  in  the 
picture  were  made  by  this  third-year  class.  The  sea  and 
the  canal  were  first  formed  by  massing  the  earth  to  make 
the  dykes.  The  bridge,  windmills,  houses,  trees,  and 
gardens  were  other  subjects  for  consideration  during 
several  lessons.  One  by  one  these  elements  were  placed 
in  position  and  the  picture  built  up  as  shown.  A  study  of 
sea-going  ships  produced  those  sailing  on  the  calm  waters 
in  the  picture. 


75 


HOLLAND— BLACKBOARD  CLASS  WORK 
This  is  a  remarkably  successful  blackboard  picture  for 
the  children  of  the  first  school  year  to  have  made.  The 
teacher  drew  upon  the  board  the  sky,  sea,  canals  and  land, 
one  or  two  windmills,  a  house  and  a  few  boats,  near  and 
distant,  to  suggest  the  effect  of  distance  upon  the  apparent 
size  of  objects.  All  the  other  elements  were  colored  draw- 
ings made  and  cut  out  by  the  little  children.  One  lesson 
was  devoted  to  drawing  windmills,  another  was  spent  in 
picturing  houses,  a  third  took  up  the  problem  of  drawing 
the  people  in  Dutch  costume,  etc.  Boats  were  drawn 
from  pictures,  from  memory,  and  from  toy  boats.  All  the 
results  were  extremely  amateurish.  Better  so !  It  is  a 
children's  picture. 


77 


A  HOLLAND  TOWN 

It  requires  both  time  and  good  teaching  to  produce  a 
table  as  comprehensive  as  that  shown  in  this  picture.  It 
measured  about  three  by  five  feet.  Each  object  shown 
was  the  subject  of  several  lessons,  and  the  best  results  were 
grouped  for  the  final  composition.  The  figures,  as  usual, 
are  out  of  scale  in  size.  It  is  often  a  difficult  problem 
for  a  third -year  class  to  make  them  sufficiently  small  to 
enter  the  house  doors.  The  impression  of  the  scene 
would  be  much  more  pleasing  with  miniature  figures  of  the 
right  size  toddling  along  the  streets,  and  it  probably  could 
have  been  made  right  if  the  attention  of  the  class  had  been 
concentrated  upon  this  defect.  (See  page  87.) 


79 


JAPAN— BLACKBOARD  PICTURE 

This  picture  was  made  in  a  fourth-year  classroom.  The 
teacher  drew  the  background  on  the  blackboard  with 
colored  chalks.  The  sky  was  blue,  becoming  warmer, 
grayer  and  lighter  as  it  approached  the  horizon.  Fusi- 
yama  with  its  snow-covered  peak  was  elsewhere  of  a 
slightly  darker  blue;  beyond  it  appeared  faintly  other  hills 
or  distant  mountains.  The  distant  plain  was  almost  as 
blue  as  the  mountains,  becoming  gradually  greener  and 
browner  as  the  foreground  was  approached.  Everything 
— land,  trees,  houses — must  be  kept  blue  when  in  the 
distance  if  we  are  to  have  the  real  effect  of  atmosphere 
and  distance  in  our  picture.  A  winding  stream  tends  to 
lead  the  eye  back  to  the  real  center  of  interest  in  the  dis- 
tance, the  sacred  mountain  of  Japan.  Note  how  small  the 
river  becomes  as  it  goes  back  into  the  picture,  finally 
disappearing  altogether.  In  the  front  there  may  be  seen 
the  peculiar  foot  bridges  (built  for  foot  passengers,  not 
for  automobiles,  built  high  that  boats  may  sail  under 
them),  and  the  summer  house  for  viewing  the  scene. 
Thus  far  the  work  has  been  done  by  the  teacher.  The 
children  copied  pictures  of  all  kinds  of  Japanese  land- 
scape accessories,  pagodas,  temples,  trees  in  blossom, 
boats,  lanterns  and  people,  all  drawn  in  color.  These 
were  cut  out  and  located  according  to  size  to  agree  with  the 
perspective  of  the  picture. 


81 


THE  CIRCUIT  RAILROAD 

The  fifth-grade  geography  required  a  knowledge  of  the 
route  and  stations  on  the  circuit  railroad  on  which  the  city 
was  located.  It  is  said  that  we  know  only  those  things 
which  we  have  thought  out  with  our  muscles,  and  the 
teacher  decided  that  if  the  class  were  to  build  the  railroad 
and  stations  they  would  become  fixed  memories.  A  large 
piece  of  wrapping  paper  was  secured  and  painted  gray- 
green  grass  color,  the  river  which  winds  about  through  the 
community  was  painted  blue.  The  route  of  the  railroad 
was  marked  out  from  maps,  and  the  terminal  station  (at 
the  right)  was  placed  in  position.  Then  came  lessons  in 
drawing  and  cutting  the  side  views  of  the  small  depots. 
A  few  trees  were  added  to  avoid  suggesting  a  Sahara.  In 
constructed  pictures  of  this  kind,  it  is  well  to  remember 
that  they  are  to  be  seen,  as  stage  scenery,  from  one  side 
only, — this  fact  must  be  borne  in  mind  while  coloring  the 
details  of  the  picture. 


83 


CITY  AND  COUNTRY  LIFE 

BLOCK  BUILDING 

In  a  first-grade  room  there  was  a  surplus  of  type  solids, 
no  longer  used  for  drawing  purposes.  For  "  busy  work  " 
the  teacher  drew  upon  the  board  pictures  of  noted  build- 
ings; or  placed  before  the  group  of  workers  illustrations  of 
these  buildings,  such  illustrations  as  may  be  found  in 
primary  educational  journals.  The  little  ones  interpreted 
these  drawings  with  supreme  pleasure,  and  the  results 
were  astonishingly  good. 


85 


THE  VILLAGE  STREET— SAND  TABLE 
In  this  first-year  room  there  was  a  large  kindergarten 
sand  table.  The  sand  was  arranged  by  the  teacher  and 
children  to  suggest  a  street.  Lawns  were  smoothed  out 
and  the  locations  for  the  houses  marked.  Then  the 
houses  were  constructed  in  class  lessons,  colored  and 
placed  in  position.  Trees,  lights  and  telegraph  poles  were 
cut,  or  made  and  located.  Class  lessons  produced  the  milk 
wagon,  the  mounted  policeman,  and  the  other  figures  seen 
in  different  parts  of  the  composition.  In  one  place  there 
is  an  exciting  game  of  croquet;  in  another,  the  children  are 
playing  "  Ring  Around  A  'Rosie."  At  the  end,  the  school 
dismissal  has  just  cheered  the  juvenile  mind,  etc.  The 
table  is  noteworthy  because  the  correct  proportion  between 
the  houses  and  other  elements  has  been  almost  perfectly 
reproduced. 


87 


THE  LAWN  PARTY 

A  lawn  party  was  held  near  the  primary  school  in  which 
this  "  sand  table  "  was  built.  The  children  were  en- 
thusiastic about  the  party,  and  the  constructed  illustration 
here  shown  is  the  outcome  of  their  interest.  It  was 
planned  and  put  together  as  any  composition  would  be, 
the  large  things  first, — the  foundation  colored  green  to 
represent  the  lawn,  the  house,  fence,  trees  and  table, 
followed  by  the  details,  the  people,  lanterns,  and  dishes. 
Everything  was  in  color,  worked  out  with  colored  crayons. 


89 


VEGETABLE  DRAWINGS 

The  interest  of  the  class  will  be  doubled  if  a  way  can  be 
found  by  means  of  which  the  fall  or  early  winter  vegetable 
drawings  may  be  utilized.  One  such  way  is  illustrated  in 
the  accompanying  cut.  With  colored  chalks,  the  teacher 
drew  upon  the  blackboard  the  body  of  a  grocery  wagon, 
and  printed  on  it  the  name  of  the  school  firm  which  pro- 
posed to  fill  this  wagon  for  delivery.  Baskets  were  drawn 
in  the  wagon  as  shown.  Now  came  the  part  which  the 
children  were  to  play.  Lessons  were  held  in  which  the 
children  drew  the  fruits  and  vegetables  in  color.  The 
drawings  were  later  cut  out  and  with  a  bit  of  paste  they 
were  placed  in  the  baskets.  The  children  were  astonished 
when  the  teacher  told  them  that  she  proposed  to  drop  these 
drawn  objects  into  the  drawn  baskets — they  vowed  that  it 
could  not  be  done!  But  while  talking  to  the  class,  the 
teacher,  unobserved,  cut  a  pumpkin,  for  example,  into  two 
parts,  and  temporarily  hides  the  basket  by  standing  in  front 
of  the  board.  With  paste,  she  placed  the  half  of  the 
pumpkin  in  place  so  that  the  straight,  cut  edge  just  touches 
the  edge  of  the  basket.  The  children  reason,  one  with 
another,  as  to  how  that  pumpkin  got  into  that  basket,  and 
they  marvel  at  the  miracle  which  has  come  to  pass !  The 
other  objects,  higher  up,  are  best  slipped  behind  those  in 
front.  This  entire  result  when  worked  out  in  color  is  very 
attractive  indeed. 


91 


THE  STREET  REPAIR  DEPARTMENT 
In  front  of  the  two-room  primary  school  building  the 
streets  were  being  repaired.  A  second-grade  class  took  as 
its  problem  the  construction  of  the  teams  and  machines 
used  for  this  purpose.  A  very  close  observation  of  these 
objects  was  necessary  to  obtain  satisfactory  results.  At 
recess,  and  before  and  after  school,  the  street  repair  de- 
partment had  its  due  share  of  attention  from  the  children. 
The  class  had  previously  made  houses,  wagons  and  a  few 
other  simple  forms,  and  the  construction  of  these  similar 
forms  was  attended  with  no  difficulty. 


93 


THE  FARM 

After  the  children  in  this  fourth-year  room  had  learned 
how  to  construct  a  house  it  was  but  a  step  to  the  making  of 
the  farmyard  and  buildings.  The  type  of  house  is  varied 
to  meet  the  demands  of  the  various  farm  buildings,  doors 
and  windows  vary  in  their  position,  but  nothing  really 
new  is  involved.  The  fence,  old  well  and  sweep,  wagon 
and  chicken  coops  needed  only  a  hint  of  suggestion  here 
and  there.  The  walks  were  of  sand,  the  grass  of  moss,  the 
trees  were  twigs.  The  hens  and  chickens  were  the  results 
of  lessons  in  drawing  these  live  forms.  All  was  colored 
appropriately. 


95 


THE  FARM  IN  WINTER 

This  was  constructed  on  a  large  sheet  of  white  paper. 
Snow  was  imitated  through  using  rock  salt.  The  sleighs 
are  sleds  with  sections  of  boxes  placed  on  them.  The 
letter  box  for  the  rural  free  delivery  suggests  the  country. 
Whether  it  is  better  to  draw  such  things  as  trees  and 
horses  and  then  cut  them  out,  or  to  cut  them  out  first  and 
then  color  them,  probably  no  one  knows.  Some  children 
work  better  one  way,  some  the  other.  It  is  well  to  try 
various  ways  of  getting  at  a  thing.  The  animals  are  best 
reproduced  from  memory,  but  where  there  is  need  of  rein- 
forced memory,  as  there  generally  is,  pictures  will  serve 
the  purpose.  It  is  a  fact  that  artists  have  to  learn  to  draw 
each  new  form:  how  can  we  expect  children  to  draw  any- 
thing we  may  chance  to  suggest?  It  is  somewhat  im- 
practicable to  bring  horses  and  cows  into  the  schoolroom, 
hence  we  must  use  pictures. 


97 


CIRCUS  PARADE— FRIEZE 

These  two  photographs  were  made  from  portions  of  a 
parade  which  extended  over  half-way  around  the  third- 
year  schoolroom.  It  was  placed  immediately  over  the 
blackboard.  The  spring  circuses  had  been  to  town;  they 
had  encamped  near  the  school;  circus  was  in  the  blood  of 
the  youth  of  the  land.  What  better  time  to  draw  animals 
than  then?  The  memory  of  these  animals,  chariots,  and 
bands  was  revived  by  constant  reference  to  the  bills  posted 
on  fence  and  barn  on  the  way  to  school.  Reference  was 
also  made  to  books  of  animals,  when  hi  doubt  as  to  the 
detail  of  some  animal.  Circus  pictures  of  all  kinds  were 
drawn,  colored,  and  cut  out.  They  were  then  arranged 
on  separate  sections  of  gray  cardboard  which  had  seen 
previous  service  as  mounting  board.  These  cardboard 
sections  had  a  uniform  height,  their  widths  varied,  as  seen 
in  the  illustrations.  An  effect  of  perspective  was  secured 
by  mounting  the  smaller  drawings  in  back  (up  high) ;  those 
larger  were  placed  hi  front,  pasting  one  in  front  of  another 
as  shown.  In  this  way  a  wonderfully  attractive  effect  was 
obtained.  And  it  was  said  outside,  sub  rasa,  that  the 
children  never  could  have  made  such  a  pageant, — but  they 
did! 


99 


CIRCUS  PARADE— CONSTRUCTION  WORK 
In  another  room  the  children  constructed  their  circus. 
If  the  class  has  learned  to  make  a  box,  house,  cradle  or 
other  object  of  like  nature,  it  is  but  a  step  to  the  wagon, 
and  the  chariot  is  the  wagon  de  luxe.  Inside  these 
chariots,  of  which  some  are  shown  in  the  accompanying 
illustration,  were  to  be  found  the  bespangled  snake  char- 
mer with  her  "  largest  snakes  in  captivity";  the  lion  tamer 
sits  with  alert  eye,  whip  in  hand;  the  members  of  the  band 
play  with  real  circus  uncertainty;  the  unopened  cages 
suggest  the  mystery  of  the  unseen, — be  it  tent  canvas  or 
hippopotamus,  who  knows?  The  drivers  look  as  sleepy 
and  bored  in  the  midst  of  this  splendor  as  do  the  originals; 
and  the  steam  calliope  seems  a  fitting  tail  piece,  well 
equipped  to  sirenize  the  rural  inhabitant. 


101 


ANIMAL   LIFE 

THE  CHICKEN  YARD— SAND  TABLE 
This  was  the  work  of  second-year  children.  The  coops, 
trees  in  blossom,  background  of  hills,  and  sheets  of  draw- 
ing paper  colored  green  for  grass,  were  the  results  of 
regular  drawing  lessons.  The  chickens  and  the  hens  were 
the  products  of  other  lessons.  The  grouping  is  especially 
good,  showing  the  strong  family  ties  noticeable  in  hen 
community  life.  An  effect  of  distance  was  gained  by 
placing  the  smaller  groupings  in  the  background.  This 
idea  could  as  well  be  worked  out  on  the  blackboard 
similar  to  the  illustration  on  page  105. 


103 


RABBITS— BLACKBOARD  DRAWING 
Almost  any  landscape  in  the  book,  with  the  addition  of  a 
rabbit  hutch,  will  serve  as  the  background  upon  which  to 
mount  the  cut-out  drawings  of  rabbits.  These  rabbits 
were  drawn  with  white  chalk  on  gray  paper,  and  were 
mounted  on  the  board  so  as  to  suggest  the  perspective 
effect  of  distance. 


105 


THE  RABBIT  FARM— SAND  TABLE 
The  possibilities  for  variation  of  the  sand-table  idea  have 
no  end.  Here  the  children  built  a  farm  home  for  the 
rabbits  instead  of  placing  them  on  the  blackboard.  The 
details  are  clearly  shown  in  the  picture,  and  the  general 
construction  is  so  like  others  described  on  other  pages  that 
it  is  unnecessary  to  repeat  it  here. 


107 


THE  SPRING  BIRDS 

The  sky,  the  distant  tops  of  hills,  the  bird  houses,  and 
the  trees  were  drawn  by  the  teacher.  The  bird  houses 
may  be  drawn  by  the  pupils  if  preferred,  and  the  supports 
which  hold  them  in  the  air  added  afterwards  by  the 
teacher.  The  real  point  is  to  concentrate  the  interest  of 
the  class  upon  bird  drawing.  These  birds,  drawn  in  a 
sixth-year  class,  were  painted  in  color  from  memory,  from 
bird  charts,  and  from  penny  pictures.  The  best  were  cut 
out  and  mounted  on  the  blackboard  drawing.  The  whole 
drawing  in  color  was  very  life  like. 


109 


THE  ARRIVAL  OF  THE  SPRING  BIRDS 
In  a  third-grade  room,  the  teacher  asked  some  of  the 
boys  to  bring  in  branches  of  trees, — branches  which  had 
been  trimmed  from  trees  or  had  fallen  to  the  ground  and 
were  therefore  useless.  These  were  placed  in  a  corner  of 
the  classroom.  A  pole  was  next  secured  and  a  bird  house 
constructed  out  of  cardboard  and  placed  in  position, 
locating  several  horizontal  perches  beneath  the  pole  as 
resting  places  for  birds.  The  suggestion  of  spring  was 
made  by  means  of  little  blossoms  fashioned  from  tinted 
tissue  paper.  The  composition  was  now  fitted  to  receive 
the  drawings  of  birds  made  by  the  children.  There  was 
never  a  question  of  interest  in  bird  drawing  in  that  room. 
Birds  of  all  colors  and  species  known  thereabouts  soon 
enlivened  the  corner  of  the  schoolroom.  The  result  was  so 
dainty  and  interesting  that  the  pupils  from  other  rooms, 
the  parents,  and  others  came  to  see  the  wondrous  achieve- 
ment! 


ill 


THE  AQUARIUM 

This  illustration  shows  the  preparation  made  by  the 
teacher  to  hold  the  interest  of  the  class  in  drawing  fishes. 
Directly  across  the  blackboard,  between  two  doors,  were 
drawn  the  top  and  bottom  mouldings  which  hold  the  glass 
of  the  aquarium.  To  suggest  strength  and  perhaps  a 
classification  of  fishes,  a  third  moulding  was  added,  in  the 
center.  The  bottom  of  the  tank,  or  tanks,  was  covered 
with  yellow-brown  chalk  to  suggest  sand.  A  few  shells, 
pebbles  and  sea  growths  were  sketched  to  add  attractive- 
ness. Some  of  the  sea  weeds  flow  out  and  up,  even  to 
the  top  of  the  water,  and  at  the  right  is  seen  a  water  lily  on 
the  surface.  Several  fishes  were  drawn  in  color  by  the 
teacher.  Over  the  sand  and  weeds  and  fish,  here  and 
there,  is  drawn  a  blue  film  to  suggest  the  water.  Two  labels 
were  added  in  an  unknown  tongue, — after  the  manner  of 
all  real  aquariums!  It  now  remains  for  the  children  to 
draw  fishes  in  color,  cut  them  out,  and  paste  them  to  the 
board  in  position.  After  the  fishes  drawn  by  the  children 
are  in  place,  it  is  well  to  hold  them  inside  the  tank  by 
again  adding  with  blue  chalk  the  suggestion  of  water  in 
front  of  them. 


113 


THE   SEASONS 

WHAT  THE  WIND  DOES 

This  was  the  topic  for  consideration  in  the  kindergarten. 
The  houses  were  made  from  the  type  forms,  the  boats  came 
from  paper  folding.  Kites  were  cut  out,  and  weather 
vanes  were  fashioned.  Pussy  willows  served  for  swaying 
trees.  A  man,  the  kite  flyer,  was  drawn  in  color,  cut  out, 
and  placed  in  position. 


115 


WINTER  SPORT— FIRST-GRADE  SHEET 
Here  is  a  good  problem  for  any  grade.  The  illustration 
shows  the  product  of  a  child  in  the  first  school  year.  It 
was  made  on  nine  by  twelve  drawing  paper.  A  certain 
portion,  varying  in  size  and  in  area  on  the  different  papers, 
was  first  set  apart  for  the  ice.  The  color  of  the  ice  was 
blue,  put  on  with  blue  crayon.  The  tree  was  drawn  from 
observation  and  memory,  as  was  the  seat  under  it.  The 
children  were  drawn  during  pose  drawing  lessons,  and  the 
woman  was  a  memory  drawing.  The  result  is  simple  in 
the  extreme,  and  yet  it  is  a  problem  that  can  be  made  to 
fit  the  ability  of  any  class,  even  in  the  high  school. 


117 


WINTER  SPORTS— SAND  TABLE 
The  first-grade  class  had  learned  to  construct  things 
used  in  the  winter  time  and  the  picture  "  Winter  Sports  " 
was  planned.  The  ice  at  the  right  end  of  the  table  was 
drawing  paper  painted  gray  blue,  the  snow  was  cotton,  and 
the  hills  at  the  back  were  cut  from  white  drawing  paper. 
Trees  were  of  two  kinds, — sprigs  cut  from  evergreens,  and 
those  cut  from  paper  by  the  children.  The  cutting  of  a 
tree  minus  its  foliage  is  a  very  difficult  task  for  little 
fingers.  Houses,  sleds  and  sleighs  were  made  in  class 
lessons,  and  the  children  posed  for  the  figure  drawings, 
boys  and  girls  sliding  and  skating.  All  the  details  were 
drawn  with  colored  crayons,  presenting  a  lively  contrast 
with  the  general  snowy-white  scheme  of  the  ground  and 
background. 


119 


SLIDING  DOWN  HILL— BLACKBOARD  PICTURE 
This  was  an  exceedingly  attractive  picture.  The 
teacher  first  covered  the  blackboard  area,  about  four  by  six 
feet,  with  white  crayon  to  prevent  the  gray  slate  board  from 
showing  through.  The  lines  of  the  hill  were  next  marked 
out.  This  particular  sky  happened  to  be  a  representation 
of  a  sunset,  orange  and  red  near  the  horizon,  passing 
upward  through  yellow,  green  and  blue  to  the  top  of  the 
board.  The  white  was  now  added  vigorously  with  strokes 
suggesting  the  downward  slope  of  the  hills.  A  few  ruts  in 
the  snow  were  made  with  blue  chalk,  and  the  trees  and  the 
house  were  put  on  the  drawing.  Figures  were  placed  here 
and  there,  one  in  front,  one  half-way  back,  and  several 
in  the  distances  to  indicate  the  effect  of  distance  upon  the 
apparent  size  of  objects  at  various  distances  from  us.  It 
was  now  ready  for  children  to  complete  by  making  pictures 
in  color  of  boys  and  girls  as  they  would  appear  when 
coasting.  This  work  was  done  in  a  first-grade  room. 


121 


SLIDING  DOWN  HILL— CONSTRUCTION 
The  children  in  this  third-grade  room  had  learned  to 
make  sleds.  To  add  interest  to  interest,  the  teacher  placed 
a  few  boards  in  one  corner  of  the  room  and  covered  them 
with  cotton  to  represent  snow.  Lessons  in  drawing  from 
life,  different  children  in  the  class  posing,  resulted  hi  an 
abundance  of  figure  drawings  wherewith  to  burden  the 
sleds.  The  hill  was  surrounded  with  branches  of  ever- 
green trees,  which  effectively  framed  the  scene. 


123 


THE  BASE  BALL  TEAM 

In  the  spring  the  very  young  man's  fancy  turns  ardently 
to  the  national  game.  Boys  are  keenly  interested  to  show 
their  ability  to  represent  the  actual  facts  of  the  ball  field 
and  its  players.  This  illustration  was  made  upon  four 
sheets  of  drawing  paper  by  a  boy  in  the  fifth  grade.  It 
would  have  been  better  had  there  been  more  action  and  a 
greater  variety  of  positions  on  the  part  of  the  players. 
This  can  be  secured  by  having  the  boys  in  school  pose  in 
turn  in  the  various  positions  assumed  by  players  in  action. 
The  pitcher,  for  example,  distorts  himself  in  attitudes 
ranging  from  the  picturesque  to  the  grotesque.  A  num- 
ber of  pose  lessons,  all  with  the  intention,  not  of  drawing 
merely  for  the  sake  of  drawing,  but  of  drawing  for  this 
baseball  picture,  will  produce  all  the  figures  required  and 
some  to  spare. 


125 


THE   HOLIDAYS 

THANKSGIVING  FRUITS  AND  VEGETABLES 
To  utilize  the  Thanksgiving  fruit  and  vegetable  draw- 
ings, the  teacher  drew  upon  the  board  with  brown  chalk  a 
long,  broad  line  to  serve  as  the  store  window  or  bench. 
Then  she  drew  boxes  and  baskets  and  all  was  ready  to  hold 
the  drawings  made  by  the  children.  (For  suggestions  as 
to  placing  the  fruits  and  vegetables  in  the  baskets,  see 
page  91.)  The  apples  hanging  from  above  were  first 
pasted  in  position  and  the  strings  were  drawn  afterwards. 


127 


THANKSGIVING  STORE  WINDOW 
This  show  window  may  be  constructed  easily  from  the 
illustration.  It  is  all  made  from  one  piece  of  nine  by 
twelve  drawing  paper,  with  the  exception  of  the  cap  at 
the  top  which  has  to  be  fashioned  from  a  second  piece. 
Each  pupil  in  the  class  can  make  a  store  window  of  this 
kind.  Have  a  lesson  in  lettering  and  print  the  word 
"  GROCERIES";  when  it  has  been  well  done,  cut  it  out  and 
paste  it  in  place.  All  the  fruits  and  vegetables  are  made 
in  regular  drawing  lessons,  from  the  objects.  At  a  later 
lesson  they  may  be  drawn  from  memory  on  a  small  scale 
for  this  window  display.  The  baskets  and  boxes  may  be 
worked  out  in  like  manner.  The  fruits  and  vegetables  are 
cut  out,  when  painted  in  small  size;  those  which  are  to 
stand  upright  on  the  bench  are  cut  with  a  flap  at  the 
bottom  for  pasting.  The  others  are  cut  out  and  pasted 
partly  behind  the  basket  or  box  as  shown. 


129 


THE  THANKSGIVING  TABLE 

The  construction  of  this  table  is  given  in  the  fore  part 
of  this  book.  The  dishes  were  drawn  in  front  or  top  view, 
as  may  be  seen  in  the  picture,  and  decorated  in  color  to 
suggest  their  belonging  to  one  dinner  set.  Each  was  cut 
out  and  placed  in  position  to  "  set  the  table."  Those  that 
were  to  stand  upright  were  cut  with  a  flap  left  at  the 
base  for  pasting.  The  flowers  in  the  vase,  the  fruits  and 
the  vegetables  were  painted,  cut  out  and  pasted  as  shown, 
on  the  dishes  or  partially  in  back  of  them.  Napkins  were 
made  by  folding  small  squares  of  tissue  or  tracing  paper. 
This  is  an  interesting  problem  to  develop  accurate  hand 
work  in  any  grade. 


131 


THE  DINING  ROOM 

This  subject  is  but  a  more  complete  working  out  of  the 
preceding  problem.  The  dining-room  floor,  rug,  chairs 
and  fireplace  are  added.  It  is  the  object  of  this  book  to 
suggest  various  ways  of  attempting  these  problems,  that 
the  teacher  may  find  the  necessary  stimulus  for  the 
solution  of  her  own  problem. 


133 


THE  CHRISTMAS  STORE  WINDOW 
The  use  of  scissors  is  always  good  manual  work.  It  is 
more  interesting  for  children  to  cut  out  pictures  of  toys 
than  to  cut  circles  and  other  abstract  things,  and  the 
training  is  equally  effective.  One  first-grade  teacher  drew 
upon  her  board  the  picture  of  a  store  window.  From  the 
gifts  desired  (or  later,  from  those  received)  by  the  children 
at  Christmas  time,  pictures  of  toys  were  drawn  in  colored 
crayons.  For  drawing  things  having  an  abundance  of 
details,  as  toys,  colored  crayons  are  generally  better  than 
are  water  colors.  Later,  these  toy  drawings  were  cut  out 
and  placed  on  the  shelf,  or  hung  up  in  the  window  with 
strings  drawn  with  white  crayon. 


135 


CHRISTMAS  TREE— BLACKBOARD  ILLUSTRATION 
As  Christmas  time  approached,  the  teacher  made  a 
drawing  of  the  fireplace  and  fixings,  and  the  Christmas 
tree  upon  the  board.  That  the  blackboard  was  a  poor  one 
(of  cracked  plaster)  is  evident  from  the  photograph.  Then 
began  the  fun  of  decorating  the  tree;  candy  canes,  cornu- 
copias, mysterious  packages,  the  contents  of  which  no  one 
knew,  and  the  desired  toys  of  domestic  and  foreign  shops 
were  ardently  fashioned.  With  a  touch  of  paste  these 
were  placed  upon  the  tree  or  floor. 

Then  came  the  aftermath.  The  holidays  were  over; 
the  children  returned  to  school  and  brought  with  them 
their  toys,  and  from  these  toys  were  made  colored  draw- 
ings. These  drawings  were  in  turn  cut  out  and  placed 
in  position  in  the  picture.  Sometimes  variety  was  intro- 
duced by  having  the  toys  constructed  and  colored,  as  the 
sleds  in  the  photograph. 


137 


THE  CHRISTMAS-TIME  ROOM 
The  construction  of  these  little  rooms  is  so  simple  as  to 
need  no  comment.  Each  child  in  a  third-grade  room  made 
one  of  them  from  drawing  paper.  They  were  all  some- 
what different  in  detail,  some  having  a  tree  in  the  corner, 
others  showing  Santa  Glaus  at  work  while  the  children  hi 
bed  sleep  peacefully. 


139 


(SRADE5    I- 


5UG<iE5TIOn5 


.  OH -TH£- BLACKBOARD 

Ih   RED  AMD-OREEN 


tni- 


CHRISTMAS  SUGGESTIONS 

The  meaning  of  the  symbols  in  the  upper  row  is  as 
follows: — the  circle,  eternity;  the  triangle,  the  Trinity; 
the  star,  the  Star  of  Bethlehem;  the  crosses,  the  Crucifix- 
ion; the  shield,  the  shields  of  the  Crusaders;  the  fleur  de  lis, 
purity.  The  holly  is  generally  the  most  satisfactory 
Christmas  symbol  to  use  in  school  work.  It  is  bright  and 
cheerful  in  color  and  is  easily  drawn  decoratively  by  the 
children.  The  color  of  the  berry,  red,  has  always  signified 
in  art,  love  and  good  cheer.  Green  is  the  color  of  life;  thus 
the  symbolic  colors  on  the  Christmas  token  wish  one  love 
and  good  cheer  and  an  abundant  life.  Let  the  teacher 
draw  upon  the  blackboard  with  red  and  green  chalk  the 
symbols  in  the  top  row  (if  it  is  desired  to  use  them),  or  the 
simple  decorative  units  from  the  holly  given  in  the  second 
and  third  rows  in  the  illustration.  Then  practice  making 
little  "  make  believe "  Christmas  bookmarks,  cards, 
folders  or  booklets,  as  shown  on  the  lower  half  of  the  plate. 
One  good  way  to  begin  the  designing  of  anything  is  to  have 
the  children  work  out  two  or  three  simple  designs  with  the 
teacher.  Then,  as  in  this  case,  the  children  should  be 
encouraged  to  make  their  own  combinations  of  decorative 
forms  for  various  purposes.  Class  criticisms  in  which 
good  and  bad  results  are  discussed,  help  to  make  clear  the 
desired  results.  In  the  suggestions  for  completed  cards, 
etc.,  space  is  left  on  some  for  lettering,  on  others  a  picture 
may  be  mounted.  In  the  first  grade,  teachers  will  find 
suggestions  from  which  to  make  hektographed  outlines 
for  the  children  to  fill  in  with  red  and  green  crayon  or 
paint. 


141 


ThE 


5VHBOLS 


5CCVK.C 


LOVE  CTtRttTY 

LUCK.      ntsiAot        cnAin 

COLORS:-  RED-LOVE VIOLET -FAITt1PJLnE:>5 


THE  VALENTINE 

There  may  be  as  much  merit  in  the  design  for  a  valentine 
as  in  any  other  arts  and  crafts'  production.  In  lower 
grade  work,  simplicity  is  the  key  note  of  success.  The 
symbols  are  few,  and  their  meaning  generally  evident  at  a 
glance.  A  middle  and  a  dark  tone  of  red  or  violet  will 
serve  for  color.  Envelopes  may  be  constructed  to  contain 
the  valentine,  and  a  heart  will  answer  satisfactorily  for  the 
seal.  If  printing  is  placed  on  the  sheet,  take  time  to 
practice  it  that  it  may  be  well  done.  As  with  other 
problems  with  little  children  just  entering  school,  it  is  best, 
perhaps,  for  the  teacher  to  trace  the  hearts,  or  to  hekto- 
graph  the  whole  design  and  let  the  children  fill  in  with 
color.  Most  children  can,  however,  cut  out  hearts  from 
folded  paper.  Two  or  three  trials  will  produce  fairly  good 
results,  about  which  they  may  trace  upon  another  paper. 


143 


FEBRUARY  22,  MEMORIAL  DAY,  ETC. 
This  kind  of  work  gives  an  opportunity  for  insistence 
upon  accuracy  of  workmanship.  Shields  are  easily  made 
with  the  two  sides  alike  by  folding  a  piece  of  paper  hi  the 
middle,  drawing  a  line  to  represent  the  outline  of  one-half 
of  the  shield  and  cutting  the  folded  paper  along  the  drawn 
line.  Now  open  the  paper  and  rule  the  stripes  to  measure- 
ment. Another  way  is  to  rule  the  stripes  on  one-half  of 
the  paper  only,  fold  the  paper  and  rub  on  the  back  with  the 
unsharpened  end  of  the  pencil,  rubbing  with  the  corner. 
This  will  cause  the  lead  or  graphite  of  the  pencil  marks  to 
come  off  upon  the  other  side  of  the  paper,  making  the  two 
sides  exactly  alike.  The  shield  may  now  be  colored,  or  the 
entire  pattern  may  be  transferred  to  another  piece  of  paper 
by  placing  it  on  the  second  paper,  marking  around  the 
outline  of  the  shield  and  rubbing  off  the  pencil  marks  as 
with  the  half -shield.  Always  be  sure  that  the  pencil  lines 
are  black  when  transferring  a  drawing  in  this  manner. 
The  coloring  should  be  done  well;  it  should  be  even  in  tone, 
and  it  should  not  run  over  the  boundary  lines. 


145 


.      I9O7 


EASTER  CARDS. 

The  Easter  lily,  the  chicken  and  the  rabbit  are  among  the 
more  usable  of  the  Easter  symbols.  Of  these,  the  two 
latter  are  the  more  popular  with  little  children,  the  lily 
being  better  fitted  for  the  intermediate  and  grammar 
grades,  although  there  is  no  objection  whatever  to  using 
it  with  the  primary  children.  To  achieve  success  in  a 
thing  of  this  kind,  several  lines  of  practice  are  necessary. 
The  children  must  draw  chickens  or  rabbits  over  and  over 
again  until  they  know  how  to  draw  them.  (On  other 
pages  in  this  book  are  suggested  ways  to  retain  the  interest 
in  animal  drawing.)  There  must  be  practice  in  laying 
washes  of  water  color  or  colored  crayons,  if  washes  are 
to  be  used  on  the  final  result.  Ruler  work,  lettering,  and 
the  orderly  placing  of  the  elements  of  design  on  the  sheet, 
all  these  never  "  happen "  successfully  in  class  work. 
They  come  only  through  adequate  preliminary  drill.  It  is 
a  good  plan  to  make  several  trial  Easter  cards  or  booklets 
on  cheap  paper.  For  the  very  little  ones  it  is  best  that  the 
teacher  hektograph  the  card  and  ask  the  children  to  fill 
it  in  with  appropriate  colors.  White  and  green  are  the 
Easter  colors;  white  is  the  symbol  of  purity,  and  green  of 
life.  The  illustrations  herewith  are  intended  to  be  sug- 
gestive only,  they  may  be  varied  in  a  thousand  ways. 


147 


r 


IN   GENERAL 

WELL  MOUNTED  DRAWINGS 

It  is  worth  while,  now  and  then,  to  take  time  to  have  the 
pupils  properly  mount  a  well-made  drawing.  First  of  all, 
there  is  no  reason  for  mounting  a  lot  of  unoccupied  space 
about  a  drawing;  lay  the  ruler  on  each  side  of  the  drawing 
and  rule  lines  to  cut  away  the  part  of  the  paper  not  needed. 
In  doing  this,  keep  the  main  direction  (the  axis)  of  the 
drawing  in  accord  with  the  main  direction  of  the  paper,  in 
other  words,  have  the  drawing  "  straight  "  upon  the 
paper.  To  be  sure,  plants  do  grow  tipping  in  all  directions, 
but  when  we  draw  the  plant  on  a  piece  of  rectangular 
paper,  the  lines  of  the  drawing  must  be  related  to  the  lines 
of  the  paper,  if  we  are  to  have  a  proper  relation  between  the 
two.  Note  also  that  the  lines  are  ruled  so  that  the  drawing 
is  balanced  upon  the  sheet.  Cut  out  the  drawing  to  the 
ruled  lines.  The  color  of  the  mount  depends  upon  the 
color  of  the  drawing.  A  drawing  in  which  brown  is  the 
dominating  color  may  have  a  brown  mount.  It  is  safe  to 
have  the  value  of  the  mount  lighter  than  the  darkest  part 
of  the  drawing  and  darker  than  the  lightest  portions. 
Oftentimes  it  is  best  to  have  each  pupil  tint  a  sheet  of 
drawing  paper  for  a  mat  for  the  particular  colored  drawing 
which  he  is  to  mount.  Harmony  is  agreement,  in  color  as 
in  anything  else.  If  anything,  the  general  tone  of  the 
mount  should  be  grayer  than  the  color  tones  of  the 
picture,  never  brighter,  lest  the  mount  become  more 
attractive  than  the  painting. 

There  are  three  common  ways  of  spacing  the  margins 
on  the  mount.  The  first  (and  poorest)  is  to  have  the 
margins  all  alike.  The  second  is  to  have  the  margins  at 
the  top  and  sides  alike  in  width,  and  the  lower  one  a  little 

149 


• 


wider,  thus  allowing  for  room  to  hold  the  drawing  and  at 
the  same  time  giving  it  an  effect  of  stability.  The  third 
and  most  difficult  method  is  to  have  a  gradual  increase  in 
widths  from  the  top  margin,  through  the  side  margins 
to  the  lower  margin;  for  example,  the  top  may  be  one  inch, 
the  sides  one  and  one-half  inches,  and  the  lower  margin 
two  inches. 


PRIMARY  BOOK  COVERS— WASHES 
The  success  of  these  very  simple  covers  for  booklets 
or  portfolios  depends  upon  the  lettering  and  its  orderly 
placing.  Children  have  no  difficulty  in  making  light 
washes  with  water  colors  or  crayons,  but  to  get  good 
lettering  and  place  it  horizontally  and  in  the  center  of  the 
space  reserved  for  it  are  more  difficult  matters.  Wher- 
ever there  is  lettering  to  be  done,  children  (and  most 
adults)  should  copy  the  letters.  In  school,  the  teacher  can 
carefully  draw  the  lettering  upon  the  board.  Lettering 
is  really  an  exacting  kind  of  drawing,  and  a  title  should 
generally  be  taught  one  letter  at  a  time.  The  lettering 
may  first  be  done  on  a  piece  of  ruled  writing  paper,  such 
as  is  cheap  and  abundant  in  school.  Tear  off  the  left- 
over space  at  the  end  of  the  words  so  that  the  words  appear 
in  the  middle  of  the  paper.  Cover  the  back  of  this  piece  of 
paper  with  lines  made  by  scrubbing  on  it  with  a  pencil. 
Now  turn  it  right  side  up,  place  it  in  the  desired  position 
on  the  cover  and  with  a  pencil  carefully  go  over  the  lines 
of  the  letters.  Lifting  the  paper  it  will  be  seen  that  the 
letters  have  been  transferred  to  the  cover  paper.  They 
should  then  be  gone  over  with  brush  and  color,  paying 

151 


particular  attention  to  the  ends  of  each  line  of  every  letter. 
See  that  these  are  made  a  bit  heavier  to  give  a  finish  to  the 
letters.  Two  or  three  tones  of  one  color  produce  a  safe 
color  effect.  The  title  is  the  most  important  thing  on  the 
cover,  it  should  be  strongest  in  color. 


BOOK  COVERS— INCLUDING  DESIGNS 
For  the  lettering,  etc.,  of  book  covers,  see  the  preceding 
pages.  If  a  design  is  added,  it  is  best  that  it  should  have  a 
meaning  in  agreement  with  the  title  of  the  book.  In 
general  shape  it  should  agree  with  the  cover  itself  or  the 
space  in  which  it  is  to  be  placed.  In  lines  it  should  repeat, 
so  far  as  possible,  the  vertical  and  horizontal  lines  of  the 
cover.  In  color  it  safely  may  repeat  in  half  value  the 
color  used  for  the  title.  The  conventional  design  is 
almost  always  more  decorative  and  fitting  than  the 
naturalistic  drawing  because  the  cover  itself  is  a  con- 
ventional thing.  (If  the  outlines  of  the  cover  were 
rudely  torn  into  odd  shapes,  it  is  evident  that  the  reverse 
would  be  true.)  The  naturalistic,  the  semi-conventional 
and  the  conventional  forms  of  design  are  illustrated  on  the 
accompanying  plate.  Whatever  plan  is  followed,  it  is 
wise  to  keep  the  design  and  the  title  placed  close  together, 
that  they  may  form  one  spot  on  the  page,  thus  avoiding 
the  common  error  of  having  two  centers  of  interest  in  one 
composition. 


153 


THE  DOLL  HOUSE 

The  manual  training  boys  in  the  upper  grades  are 
generally  entirely  willing  to  build  a  rough  doll  house  for 
the  little  ones  in  the  primary  rooms.  If  not  feasible,  the 
interior  of  a  box  will  answer.  A  lemon  or  an  orange  box 
comes  with  an  inside  shelf,  which  makes  an  adequate 
second  floor  when  the  box  is  placed  on  end.  It  takes  quite 
a  long  time  for  the  children  to  furnish  the  entire  house. 

All  of  the  things  in  the  house  are  made  in  class,  and  the 
best  selected  for  the  house.  Thus  we  shall  have  a  lesson 
on  wall  papers,  probably  followed  by  several  others  before 
we  secure  satisfactory  results;  then  perhaps  a  series  of 
lessons  on  chairs,  and  so  on.  The  order  hi  which  these 
things  ought  to  be  made  is  unknown;  we  may  make  them 
as  we  need  them,  finishing  one  room,  or  keeping  all  four 
rooms  in  the  process  of  construction  at  the  same  time. 
Generally  the  first  lessons  ought  to  be  worked  out  with 
cheap  manilla  paper,  and  later  the  same  objects  may  be 
made,  if  desired,  with  oak  tag  paper,  which,  having  more 
body,  will  not  so  rapidly  grow  old.  The  paper  may  be 
colored  to  form  a  unit  in  agreement  with  the  general  color 
scheme  of  the  room.  Brown  or  green  paper  may  be  used 
for  furniture  in  certain  rooms;  white  for  others,  as  the 
bed  rooms,  thus  doing  away  with  the  necessity  for  later 
coloring  with  water  colors  or  crayons. 

This  is  a  ripe  chance  to  suggest  the  thought  that  color 
harmony  is  color  agreement,  that  in  the  furnishing  of  a 
house  all  the  articles  in  a  room  ought  to  have  something 
hi  common  in  the  matter  of  color.  In  one  room  the 
prevailing  color  may  be  brown;  there  may  be  quite  a  range 
of  browns  running  from  an  orange-red  brown  to  a  yellow 
brown,  sometimes  grayed,  sometimes  more  intense  or 

155 


purer.  The  larger  the  area,  the  grayer  the  color  should 
be, — this  is  a  good  standard  rule  to  teach  and  to  follow. 
Even  the  little  children  may  produce  rooms,  by  following 
this  simple  principle,  in  which  the  color  harmony  is  much 
better  than  in  many  homes.  If  we  are  to  furnish  a  toy 
house,  why  not  do  it  well?  Why  not  make  a  thing  of 
beauty  ?  It  costs  no  more,  and  the  result  is  immeasurably 
superior. 

The  curtains  may  be  made  from  tissue  paper;  the  floors 
ought  to  suggest  hardwood,  with  rugs  on  them.  The 
kitchen  floor  maybe  designed  to  indicate  tiling  or  linoleum. 
A  lesson  or  two  in  simple  landscape  or  flower  painting  will 
furnish  the  pictures.  All  these  things  are  well  done  only 
where  there  are  definite  lessons  which  aim  to  do  certain 
things,  and  these  lessons  ought  to  be  repeated  until  the 
children  do  the  thing  required  as  well  as  they  can  at  their 
age. 


156 


A     000  053  632     6 


